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Die Bildungs- und Unterrichtssprache im Kontext von Diversität lehren [Electronic Resource] : Lehr- und Lernmaterialien für die LehrerInnenbildung
Autor: Eija Aalto, Andrea Abel, Nathalie Auger, Dagmar Gilly, Katja Schnitzer
Impressum: Graz : ECML, 2016
Seiten: [Website]
Fußnoten: Diese Webseiten präsentieren die Ergebnisse des Projekts “Maledive”, das im Rahmen des EFSZ-Programms “Lernen durch Sprachen” durchgeführt wurde.
Abstract: In multilingual schools the range of learners’ first languages is wide. This means that the language taught in the language of schooling ("mother tongue") classroom is L1 or mother tongue for only a few learners and, therefore, even the language of schooling is being studied within a plurilingual environment. Indeed, all the learners in the classroom are plurilingual, as they learn many foreign languages in school and master different varieties of their first language (e.g. dialects, hobby-related registers and language-use typical to certain communities they belong to). These languages and varieties do not exist separately in people’s cognition but they are all part of the same linguistic repertoire. We should not, therefore, ignore learners’ proficiency in various languages in the classroom of language of schooling. Languages need to be seen as situated resources that learners draw on when using a language for a particular purpose. All language teaching should enhance learners’ individual and multilayered language repertoires and support the development of a holistic linguistic identity.
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